NEGRO MINISTERS AND THE COLOR LINE IN AMERICAN PROTESTANTISM     

Jesse Howell Atwood 《Religious education (Chicago, Ill.)》2013,108(9):823-829

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Crossing borders: Research in comparative and international education     

Jesse Foster  Nii Antiaye Addy  Joel Samoff 《International Journal of Educational Development》2012

Published articles permit mapping international and comparative education research. We reviewed 605 articles published 2004–2008 in four major journals. Using title, abstract, and entire text we explored thematic focus, geographic focus, level/type of education studied, method, and funding. The economic, political, and social context of education receives far more attention than its content. Comparative and international education research reflects more diversity than convergence in approach, theory, and methodology. The research community moves in multiple directions simultaneously, insisting that understanding education requires studying not only what happens within schools but also where the schools sit and who enters their doors.  相似文献   

Exploring weighted student formulas as a policy for improving equity for distributing resources to schools: A case study of two California school districts     

Jay G. Chambers  Jesse D. Levin  Larisa Shambaugh 《Economics of Education Review》2010

This paper presents a case study of two California school districts, San Francisco and Oakland, each of which have implemented their own versions of what is popularly known as a weighted student formula (WSF). One primary goal of the WSF policy is to increase the equity with which resources are distributed to schools. With respect to equity, the findings suggest that for particular schooling levels per-pupil spending became more responsive to student poverty and that the increase in responsiveness appears to have coincided with implementation of the WSF in the two districts. Moreover, each district relies on a different mechanism for driving resources to the schools: San Francisco relying to a greater degree on the unrestricted funds, while Oakland relies more heavily on restricted sources which, as directed by law, drive dollars to special need populations. Interestingly, neither district exhibited any significant change in the distribution of teacher experience after implementation of their SBF models; schools serving the highest proportion of students from low-income families continued to employ teachers with the least experience after implementation of the SBF models. While an additional goal of WSF was to drive more resources down to the school level to be spent, our analysis found little substantial change in the proportion of resources expended at the school versus the district level.  相似文献   

The Interplay Among Children's Negative Family Representations,Visual Processing of Negative Emotions,and Externalizing Symptoms          下载免费PDF全文

Patrick T. Davies  Jesse L. Coe  Rochelle F. Hentges  Melissa L. Sturge‐Apple  Erika van der Kloet 《Child development》2018,89(2):663-680

This study examined the transactional interplay among children's negative family representations, visual processing of negative emotions, and externalizing symptoms in a sample of 243 preschool children (M_age = 4.60 years). Children participated in three annual measurement occasions. Cross‐lagged autoregressive models were conducted with multimethod, multi‐informant data to identify mediational pathways. Consistent with schema‐based top‐down models, negative family representations were associated with attention to negative faces in an eye‐tracking task and their externalizing symptoms. Children's negative representations of family relationships specifically predicted decreases in their attention to negative emotions, which, in turn, was associated with subsequent increases in their externalizing symptoms. Follow‐up analyses indicated that the mediational role of diminished attention to negative emotions was particularly pronounced for angry faces.  相似文献   

Test-retest reliability of jump execution variables using mechanography: a comparison of jump protocols     

John S. Fitzgerald  LuAnn Johnson  Grant Tomkinson  Jesse Stein  James N. Roemmich 《Journal of sports sciences》2018,36(9):963-969

Mechanography during the vertical jump may enhance screening and determining mechanistic causes underlying physical performance changes. Utility of jump mechanography for evaluation is limited by scant test-retest reliability data on force-time variables. This study examined the test-retest reliability of eight jump execution variables assessed from mechanography. Thirty-two women (mean±SD: age 20.8 ± 1.3 yr) and 16 men (age 22.1 ± 1.9 yr) attended a familiarization session and two testing sessions, all one week apart. Participants performed two variations of the squat jump with squat depth self-selected and controlled using a goniometer to 80º knee flexion. Test-retest reliability was quantified as the systematic error (using effect size between jumps), random error (using coefficients of variation), and test-retest correlations (using intra-class correlation coefficients). Overall, jump execution variables demonstrated acceptable reliability, evidenced by small systematic errors (mean±95%CI: 0.2 ± 0.07), moderate random errors (mean±95%CI: 17.8 ± 3.7%), and very strong test-retest correlations (range: 0.73–0.97). Differences in random errors between controlled and self-selected protocols were negligible (mean±95%CI: 1.3 ± 2.3%). Jump execution variables demonstrated acceptable reliability, with no meaningful differences between the controlled and self-selected jump protocols. To simplify testing, a self-selected jump protocol can be used to assess force-time variables with negligible impact on measurement error.  相似文献   

Work in the child care center: A curriculum about working people     

Jesse Wenning  Sheli Wortis 《Early Childhood Education Journal》1988,15(4):20-25

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Comparison of learning in two context-based university chemistry classes     

Hannah Sevian  Deirdre Hugi-Cleary  Courtney Ngai  Florence Wanjiku  Jesse Mhel Baldoria 《International Journal of Science Education》2018,40(10):1239-1262

ABSTRACT

Context-based learning (CBL) is advocated as beneficial to learners, but more needs to be understood about how different contexts used in courses influence student outcomes. Gilbert defined several models of context that appear to be used in chemistry. In one model that achieves many criteria of student meaning-making, the context is provided by ‘personal mental activity’, meaning that students engage in a role to solve a problem. The model’s predicted outcomes are that students develop and use the specialised language of chemistry, translate what they learn in the immediate context to other contexts, and empathise with the community of practice that is created. The first two of these outcomes were investigated in two large-enrolment university chemistry courses, both organised as this CBL model, in which students were introduced to kinetic molecular theory (KMT). Sample 1 students (N₁?=?105) learned KMT through whole-class kinaesthetic activity as a human model of a gas while focusing on a problem identifying substances in balloons filled with different gases. Sample 2 students (N₂?=?110) manipulated molecular dynamics simulations while focusing on the problem of reducing atmospheric CO₂. Exam answers and pre-/post-test responses, involving a new KMT context, were analysed. Students in Sample 1 demonstrated a stronger understanding of particle trajectories, while Sample 2 students developed more sophisticated mechanistic reasoning and greater fluidity of translation between contexts through increased use of chemists’ specialised language. The relationships of these outcomes to the contexts were examined in consideration of the different curriculum emphases inherent in the contexts.  相似文献   

Wearable Technologies for Anxious Adolescents     

Greg Conderman  Toni Van Laarhoven  Jesse Johnson  Lisa Liberty 《Clearing house (Menasha, Wis.)》2021,94(1):1-7

Abstract

Nearly one in three adolescents in our country experience stress or anxiety to the extent that it negatively effects their ability to cope with daily life demands. However, educators are not well prepared to support students who have anxiety-related issues. One approach for supporting adolescents with anxiety-related issues involves the use of wearable technologies. These devices support self-regulation by providing real-time physiological marker information. Wearers can then become more mindful of their stress at that moment and implement positive stress or anxiety-reducing interventions. This article provides an overview of wearable technologies and related research and describes steps that support adolescents who have wearables for addressing their anxiety.  相似文献   

The role of task analysis in understanding problem-solving behavior     

Ray G. Stephens  R. Bhaskar  Jesse F. Dillard 《Instructional Science》1981,10(1):23-45

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Toward a Social Ontology for Science Education: Introducing Deleuze and Guattari’s assemblages     

Jesse Bazzul  Shakhnoza Kayumova 《Educational Philosophy and Theory》2016,48(3):284-299

This essay’s main objective is to develop a theoretical, ontological basis for critical, social justice-oriented science education. Using Deleuze and Guattari’s notion of assemblages, rhizomes, and arborescent structures, this article challenges authoritarian institutional practices, as well as the subject of these practices, and offers a way for critical-social justice-oriented science educators and students to connect with sociopolitical contexts. Through diagramming institutional and community relationships using DG’s theory of assemblages, we envision new ontological spaces that bridge social and material entities. A conceptualization of science education through DG’s philosophy of rhizomes and assemblages allows educators to merge critical, post-foundational perspectives with questions of ontology: not just what exists, but what could exist in terms of human social organizations (governments and community groups), inorganic matter, microorganisms, and plant/animal populations.  相似文献